Emotions, Technology, and Behaviors

 
 
Academic Press
  • 1. Auflage
  • |
  • erschienen am 26. Oktober 2015
  • |
  • 240 Seiten
 
E-Book | ePUB mit Adobe DRM | Systemvoraussetzungen
E-Book | PDF mit Adobe DRM | Systemvoraussetzungen
978-0-08-100702-0 (ISBN)
 

Exploring the connections between technology, emotions, and behaviors is increasingly important as we spend more and more time online and in digital environments. Technology, Emotions, and Behavior explains the role of technology in the evolution of both emotions and behaviors, and their interaction with each other. It discusses emotion modeling, distraction, and contagion as related to digital narrative and virtual spaces. It examines issues of trust and technology, behaviors used by individuals who are cut off from technology, and how individuals use technology to cope after disasters such as Hurricane Sandy. Technology, Emotions and Behaviors ends by exploring the construct of empathy and perspective-taking through online videos and socially shared activities. Practitioners and researchers will find this text useful in their work.


  • Reviews the intersection between emotional contagion and emotional socialization theory in virtual interactions
  • Examines cross-cultural communicative feedback
  • Discusses the multi-dimensions of trust in technology
  • Covers 'digilante' rhetoric and its emotional appeal
  • Devotes an entire section to cyberbullying
2451-9472
  • Englisch
  • San Diego
  • |
  • USA
Elsevier Science
  • 4,21 MB
978-0-08-100702-0 (9780081007020)
0081007027 (0081007027)
weitere Ausgaben werden ermittelt
  • Front Cover
  • Emotions, Technology, and Behaviors
  • Copyright
  • Contents
  • Contributors
  • Foreword
  • Acknowledgments
  • References
  • Preface
  • Empathy & Perspective-Taking
  • Trust, Loss, and Technology
  • Bullying and Technology
  • Philosophy, Emotions, and Virtual Environments
  • References
  • Section I: Empathy and Perspective-Taking
  • Chapter 1: Emotional Modulation of Perspective Taking: Implications for Computer-Supported Argumentation
  • Introduction
  • Literature Review
  • Argumentation in Science Education
  • Perspective Taking During Argumentation
  • Perspective Taking During Computer-Supported Argumentation
  • How Emotions Function During Argumentation
  • Emotions Might Influence Perspective Taking
  • Exploring How Emotions Might Influence Perspective Taking During Argumentation
  • Overview of the Study and Research Question
  • Methods
  • Participants and Design
  • Apparatus and Stimuli
  • Procedure
  • Results
  • Discussion
  • How Do One's Own Emotions Influence the Ability to Address a Counterpart's Perspective During Argumentation?
  • Conclusions and Implications for Computer-Supported Argumentation
  • Implications, Suggestions, and Limitations
  • Significance for Computer-Supported Argumentation
  • References
  • Chapter 2: Empathy for the Digital Age: Using Video Production to Enhance Social, Emotional, and Cognitive Skills
  • Introduction
  • Empathy as a Theoretical Lens
  • Previous Research
  • What Is Empathy?
  • Can Empathy Be Learned?
  • Can Empathy Be Mediated?
  • Can Media Production Foster Empathy?
  • Digital Empathy
  • Screenplay Writing (Story-Planning)
  • Preproduction
  • Production
  • Postproduction
  • Screening (Distribution)
  • Challenges
  • Significance
  • References
  • Chapter 3: The Intersection Between Technology, Mind-Wandering, and Empathy
  • Attention in Empathy
  • Attention in Technology
  • Attention, Empathy, and Technology
  • Qualitative Data
  • Methods
  • Results
  • Discussion
  • Quantitative Data
  • Methods
  • Participants
  • Materials
  • Demographic Questionnaire
  • Toronto Empathy Questionnaire (TEQ)
  • State Empathy Scale
  • Mind-Wandering Questionnaire (MWQ)
  • Mind-Wandering Questionnaire-Post
  • Emotional Film Clip
  • Stimulus Presentation
  • Procedure
  • Analysis
  • Results
  • Discussion
  • References
  • Chapter 4: Emotional Contagion and Socialization: Reflection on Virtual Interaction
  • Introduction
  • Emotional Contagion
  • Emotional Contagion Hypothesis
  • Sources of Emotional Contagion
  • Emotional Contagion: Practical Applications and Consequences
  • Technology-Mediated Interactions and Emotional Contagion
  • Socialization in the Context of Technology-Mediated Social Interactions
  • References
  • Section II: Trust, Loss, and Technology
  • Chapter 5: When, How, and Why Do We Trust Technology Too Much?
  • Authorial Perspective
  • The Nature and Components of Trust
  • Technology, Trust, and Reduced Vigilance
  • Issues and Illustrations
  • Examples in Business
  • Millions of Credit Card Numbers Stolen from Retail Chain
  • Video Search System
  • Prescription Order System
  • Banking Systems Breached
  • Air Travel and Air Traffic Control
  • Examples in Government
  • Obamacare Website Rollout Debacle
  • Associated Press Hack Spread Rumor of White House Bombing
  • Personal User Examples
  • Phones as Personal Contact Databases
  • Trusting Spelling and Grammar Checkers
  • Examples in Higher Education
  • Students Downloading Source Citations
  • Scheduling on a Digital Calendar
  • University Human Subjects Submission and Processing
  • Professional Journal Submission System
  • Trusting the Cloud
  • Even Just Email
  • Simulations in Medical Education
  • Control Issues in Technology Security
  • Marketers Perpetuating the Myth of Technology Infallibility
  • Causes of Overtrust or Blind Faith in Technology?
  • Dimensions of Overtrust in Technology
  • Broad Loss of Confidence and Guilt by Association
  • Summary
  • References
  • Chapter 6: Disconnect to Connect: Emotional Responses to Loss of Technology During Hurricane Sandy
  • Theoretical Framework
  • Methods
  • Data Collection
  • Data Analysis
  • Validity and Reliability
  • Major Findings
  • Cell Phone-"My Cell Phone Is Everything"
  • Mindfulness and Powerlessness-Competing Tensions
  • Mindfulness-"I Have Been More Mindful and Present"
  • Mindfulness and Familial Interactions-"I Feel My Family Got Closer"
  • Powerlessness-"Powerless, I Believe This Word Best Describes My Feelings"
  • Vicarious Engagement
  • Boredom and Frustration
  • Anger and Loss of Control-"I Did Not Feel Secure I Would Feel Helpless"
  • Discussion
  • Study Limitations
  • Summary
  • Reflective Stance
  • Silence and the Reflective Stance
  • "Do You Manage Technology or Does Technology Manage You?"
  • References
  • Chapter 7: Balancing Behaviors: Design-Relevant Phenomena in Couples Argumentation via Different Media
  • Introduction
  • The Current Corpus
  • Analytic Method
  • Phenomena in Prior Literature
  • Language as Action
  • Having versus Making Arguments
  • Disagreement Relevance
  • Preferred and Dispreferred Responses
  • Consensus Orientation
  • Dispute Orientation
  • Aggravation Markers
  • Reluctance Markers
  • Associations Between Phenomena
  • Reluctance Markers in Consensus and Dispute Orientation
  • Dispreferred Dissent, Preferred Dissent, Dispreferred Assent, Preferred Assent
  • Establishing Dispute Orientation
  • New Phenomena in the Couples and Technology Corpus
  • Apparently Unilateral Dispute
  • Maintaining Ambiguity
  • Taking Care
  • Dispute Denial
  • Discussion
  • References
  • Section III: Bullying and Technology
  • Chapter 8: Cyberbullying and Its Emotional Consequences: What We Know and What We Can Do
  • What is Cyberbullying?
  • Theoretical Underpinnings
  • What is the Prevalence of Cyberbullying?
  • What are the Emotional Consequences of Cyberbullying?
  • Intervention Strategies
  • Future Research
  • References
  • Chapter 9: Technology and Positive Behavioral Interventions and Support: Evaluation, Selection, and Implementation of Com...
  • Positive Behavioral Interventions and Supports (PBIS)
  • PBIS With Technology
  • Integrating Technology in the PBIS Tiers
  • Primary Prevention Tier (Tier 1)
  • Data Collection
  • Intervention/Program Tools
  • Teaming/Communication Tools
  • Secondary Prevention Tier (Tier 2)
  • Data Collection
  • Intervention/Program Tools
  • Teaming/Communication Tools
  • Tertiary Prevention Tier (Tier 3)
  • Data Collection
  • Intervention/Program Tools
  • Teaming/Communication Tools
  • Future Needs for Technology Research and Development
  • User Questions
  • Technology Questions
  • PBIS Questions (Sugai & Horner, 2006, p. 248)
  • Conclusion
  • References
  • Section IV: Philosophy, Emotions, and Virtual Environments
  • Chapter 10: Enactive Emotion and Presence in Virtual Environments
  • Introduction
  • Research on Presence
  • Enactive Approach
  • Self-Constituting Autonomous Organisms: Enactment and Bringing Forth Meaning
  • Complex Self-Constituting Autonomous Organisms
  • Nervous System and Motor-Sensory System
  • Phenomenology
  • Enactive Approach to Emotion
  • Dualist Embodiment to Disembodiment
  • Narrowing Down Dualism: Embodied Internal Representation
  • Approaches to Presence
  • Emotion and Presence
  • Dualist: Objective-Functional
  • Narrowing Down Dualism: Phenomological Approaches
  • Rivas Approach to Presence
  • Emotional Episodes
  • Scaffolding the Environment
  • Dynamical Patterns
  • Where
  • Where is the Person in all of this?
  • Where is the Body? Symbembodiment
  • A Proposed Enactive Approach to Presence
  • Summary
  • References
  • Index
  • Back Cover

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